Elementary Education Essay Example for Free

Elementary Education Essay Reading Comprehension -The student uses a variety of strategies to comprehend grade level text; Strand: Reading Process Listening and Speaking The student effectively applies listening and speaking strategies. Informative The student develops and demonstrates technical writing that provides information related to real-world tasks. Benchmark: LA. 2. 1. 7. 3. The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts; LA. 2. 5. 2. 4. The student will listen politely to oral presentations by classmates. LA. 2. 3. 1. 1. The student will prewrite by generating ideas from multiple sources (e. g. , text, brainstorming, webbing, drawing, writer’s notebook, group discussion, other activities); LA. 4. 4. 2. 5. The student will write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map. Grade Level: Grade 2 Objectives: 1. Using the book The Trumpet of the Swan, the class will understand the main idea of the story by reading, listening and students discussion. 2. Basing on the journals of Louis in the Trumpet of the Swan, the class will come up with their very own journal writing. 3. Using the given information in the book The Trumpet of the Swan, the class will make a map of the main characters travels and adventures. Activities: Before reading: 1. Ask the class if they know what a journal is and if they have ever written one. 2. Tell the class you are going to read them a story entitle The Trumpet of the Swan. During reading: 3. Read the Trumpet of the Swan. 4. Show a map of Canada and point important spots that are mentioned in the Trumpet of the Swan. 5. Show a sample journal and explain how to write and what to write. After reading: 6. Ask the class to read Sams poem and summarize the text and identify the main idea of the poem (Reading). 7. Ask the class to write a journal about nature (Writing). 8. Have the class make a map of Louis’ travels and adventures including all the important spots in Canada, Montana and the Northeast (Visually Representing). 9. Have the class discuss the book by having them share their favorite part and ask questions like the following: How to behave in the woods if you want to appreciate nature, what are their stand on the ethics of Louis father, why is there a need for Serena to hear the beautiful song of her mate, does anyone identify with Applegate Skinner? Or have someone recite a part of Sams poem (Talking/Speaking). 10. Ask the class to listen when a classmate recites a poem and identify the main idea of the poem (Listening). Assessment of Writing Development: The 2 ways of assessing a students writing development are Rubrics and Portfolio assessment. ? Rubrics are tools teachers and students use to evaluate and classify writing, whether individual pieces or portfolios. They identify and articulate what is being evaluated in the writing, and offer descriptors to classify writing into certain categories (1-5, for instance, or A-F). Narrative rubrics and chart rubrics are the two most common forms (UNL|FLWI, 2008). ? Portfolio assessment is the collection of students work over time reflecting their progress, efforts and achievements and teachers based it on the following items: students Projects, surveys, reports and units from reading and writing Favorite poems, songs, letters, and comments, Interesting thoughts to remember, Finished samples that illustrate wide writing, Examples of writing across the curriculum, Literature extensions, Student record of books read and attempted, Audio tape of reading, Writing responses to literary components, Writing that shows growth in usage of traits, Samples in which ideas are modified from first draft to final product, Unedited first draft, Revised first draft, Evidence of effort, Self-evaluations, Writing that illustrates evidence of topic generation (Hurst, 2009). Assessment of Grammar Skills: You can informally assess childrens grammar skills by: ? Reviewing childrens work on relevant pages in their Student Books, handwriting sentences they copied during Daily Routines, and especially their own independent Quick Writing. ? Another method is by formal graded assessments such as quizzes, selected homework activities, and in-class tests (Porter and vanDommelen, 2005). Assessment of Spelling Skills: The two ways of assessing the students spelling skills are observation and analysis of the work samples. ? Observation can be done in the classroom by observing the students as they write and as they try to use words that are beyond their ability level. It is important that observation be supplemented later with the students work samples and it should be done in a systematic way. ? Analysis of the work samples is an assessment of students spelling ability from examination of samples of their unaided writing (Westwood, 2008). These samples can be taken from students exercise books, test papers, and language arts portfolios (Fiderer as cited in Westwood, 2008). THE SPELLING PATTERNS: 1. Blends: are 2 or 3 letters combined to form a distinct spelling sound. Examples are : -br- in brown and break and -fr- in fry and freeze 2. Digraph: A group of two successive letters whose phonetic value is a single sound. For example, EA in BREAD, CH in CHAT, or NG in SING. 3. Diphthong: the union of two vowels, pronounced by a single impulse of the voice; as, ea in beat, ou in sound. 4. R-controlled vowels: When a vowel is followed by an r, it makes a special sound. These are called r-controlled vowels, or r-colored vowels. Examples are /ar/ sound as in car, /er/ sound as in butter. 5. Long vowel: a sound which is the same as, or very similar to the letter name of one of the vowels. Examples are /a/ as in gate, /e/ as in need. 6. Short vowel: Are vowels of shorter duration. Examples are short /a/ as in bat, short /e/ as in bet. 7. Contraction: is a word made up from a verb and another word where an apostrophe takes the place of any letters that are left out. It can be positive contraction or negative contraction. Examples are: arent are not and heres here is. CUING SYSTEM: 1. Semantics — the study of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms. 2. Syntax — the conventions and rules for assembling words into meaningful sentences; syntax varies across languages. 3. Graphophonic — Refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language. 4. Phonological awareness — The understanding that speech is composed of sub-parts sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes. Cuing Strategies â€Å"Used by effective readers to figure out unfamiliar words and to make meaning, cuing strategies include knowledge of syntax, semantics, words and word meaning, and graphophonics (letter/sound associations). Teachers can guide students to use cuing strategies by reminding them to ask themselves, did it sound right? Did it make sense? Did the word look right? † (Teacher Resources, 2002). References Advice for Teachers: Assessing Student Writing. UNL | FLWI. 2008. 03 Apr. 2009 http://flwi. unl. edu/advice/studentwriting. html#suggestions. Porter, Patricia, and Deborah VanDommelen. Integrating Assessment with Grammar-for-Writing Instruction. CATESOL: California Teachers of English to Speakers of Other Languages. 2005. 03 Apr. 2009 http://www. catesol. org/Porter_vanDommelen. pdf. Hurst, Carol Otis. Portfolio Assessment in the Reading-Writing Classroom. Carol Hursts Childrens Literature Site Reviews and teaching ideas for kids books. 03 Apr. 2009 http://www. carolhurst. com/profsubjects/portfolioassess. html. Westwood, Peter. What Teachers Need to Know about Spelling. Aust Council for Ed Research, 2008. Teaching Reading: Lens on Literacy. Teacher Professional Development and Teacher Resources by Annenberg Media. 2002. http://www. learner. org/libraries/readingk2/front/otherterms. html.

Formation Of False Memories :: essays research papers

Have you ever been an eyewitness at the scene of a crime? If you were, do you think that you would be able to accurately describe, in precise detail, everything that happened and remember distinct features of the suspect? Many people believe that yes they would be able to remember anything from the events that would happen and the different features of the suspect. Some people, in fact, are so sure of themselves after witnessing an event such as this that they are able to testify that what they think they saw was indeed what they saw. However, using an eyewitness as a source of evidence can be risky and is rarely 100% accurate. This can be proven by the theory of the possibility of false memory formation and the question of whether or not a memory can lie.   Ã‚  Ã‚  Ã‚  Ã‚  There have been several experiments done to try to prove that false memories can indeed be formed. One experiment, for example, was tried with a 14-year-old boy. The boy was told four memories, one of which was falsely constructed but similar to that of a true memory. The memories that were suggested took place when the boy was about 10 years younger. As the false memory was retold to him, he was asked to explain in detail what he had remembered from that event. Surprisingly, he claimed to remember the event, even though it was falsely created by the interviewer and his brother, and went on to explain what he remember to have happened, details and all. After collecting everything he had said about the four memories, he was told that one of the suggested memories was made-up and he was asked to guess which one it may have been. When he couldn’t decide which one it was, he was told that it was in fact the memory of getting lost in a store. He was confused and had trouble believing the truth.   Ã‚  Ã‚  Ã‚  Ã‚  Similar studies were done to a different set of college students and they tended to have the same results. After giving as much detail about each memory, the students were interviewed about what they may have written done about what they had remembered. During the last part of the experiment, each of the students were debriefed and asked to guess which memory they believed was false.

On His Blindness – John Milton

On His Blindness (Sonnet XIX) is a petrarchan sonnet about how Milton comes to terms with his loss of sight. The sonnet talks about how he looks for help with his blindness in religion, Milton was a devout Puritan. This strongly influenced Milton’s thinking, his family were often involved in many political and religious controversies. A lot of Milton’s writing was influenced by the Bible and Greek writers such as Homer. Milton follows the typical Petrarchan sonnet form of fourteen lines all in one stanza.This stanza is internally split into an octet (eight lines) – this usually asks a question, here it is Milton complains about his blindness and how he thinks it’s unfair for it to happen to him. The sestet (six lines) – answers the question asked in the octet, here Milton talks about how patience is a virtue. In the sestet there is a quote from the ‘Parable of Talents’, this emphasises Milton’s strong religious beliefs. It has an Iambic pentameter, five stressed then unstressed syllables.Milton uses the contrast of light and dark to understand his affliction ‘My light is spent’ this implies that his time with sight had run out. Alliteration is used ‘dark world and wide’ this emphasises Milton’s struggle to come to terms with his blindness. This contrast helps give an understanding of his blindness. There is a strong link to the ‘Parable of Talents’ Milton uses the Parable to guide him and give him encouragement to come to terms with his blindness. The extended metaphor on lines three to five which implies that being blind is something that Milton is ashamed of and doesn’t want others to know.Milton writes in the past tense which implies that he’s moved on from his issues and he has comes to terms with his blindness. The use of pre-modifiers ‘fondly ask’ to emphasis his problem. Compound sentences show how deep and complex his argument about his blindness is. Enjambment shows that his thoughts on his issue are continuous and that he doesn’t stop thinking about it. However caesuras are used which implies that he swaps from one thought to another quickly. Milton’s rhyming pattern of ‘ABBAABBACDECDE’ follows the typical Petrarchan sonnet form.The audience for this poem would typically have been a society which was ‘God-fearing’. At this time the church and religion was very influential and everyone had to attend church services. Therefore Milton’s audience was universal as everyone would seek approval from God as the most people had a strong belief in heaven and hell and would want God to look down on them positively to send them to heaven. In conclusion Milton used imagery such as metaphors and connotations to help us understand what he’s going through and the struggle he’s facing coming to terms with his blindness.

“Anyone can deal with victory. Only the mighty can bear...

â€Å"Anyone can deal with victory. Only the mighty can bear defeat.†(Hitler, goodreads) Hitler was a great military leader, but just not in a good way. Hitler had many great achievements like his sudden rise to power. In this paper I will inform you about Hitlers personal life, political career, and talk about what he did in World War I and World War II. Hitler was born on April 20, 1889 in Bavaria Germany. He was the fourth child of six siblings. When Hitler was three-years-old, his family moved to Pasua, Germany. In Pasua Alois Hitler’s farm went wrong and they lost a lot of crops, there family soon became poor and they moved to Lambach, Germany. Whey the Hitler family moved to Lambach, Adolf took singing lessons and sung in the church†¦show more content†¦When Hitler found out that Germany lost he became blind again and spent another 5 months in the hospital. After World War I ended Hitler was uneducated and couldn’t get a job so he stayed in the arm y as an intelligence agent, sneaking in on political parties and listening to what they said. Hitler was listening in on a German’s worker party and became fond of them; he really liked the ideas they had about society. Hitler then became a member of the German’s worker party and soon played a huge role in the party. Adolf ended up designing the party’s banner, the swastika. Hitler was eventually discharged from the army and worked full time with the party. Adolf soon became famous after his speech in front of over 6,000 people and for his intense speeches. Hitler had a gift for public speaking and he, in a way, hypnotized the Germans into what they believed in. Hitler resigned from the party but he used that as leverage to rejoin and become the head chairman of the German’s worker party. As the whole world fell into economic depression, Hitler saw this as a chance to rise to power. Hitler had great ideas on how to fix the economy and with his great speak ing skill everybody believed that he could fix the economy and he soon rose to power. Once Hitler became the leader of Germany he immediately saw Great Britain as the main enemy. Hitler saw that Poland had to be destroyed before